Stacey Vye
Saitama University
About
Stacey Vye is a professor at Saitama University in Japan. Her research interests are facilitating self-awareness and empowerment in learning spaces and the connections between learner and teacher autonomy. She received her EdD from the University of Southern California (USC) in Organizational Change and Leadership. Stacey has been an LD-SIG member since 2002 and is a former co-coordinator of the SIG. She was proud to co-launch the LD-SIG get-togethers and co-archived all the Learning Learning issues for the SIG desk. Stacey is also a long-time GILE-SIG member.Sessions
Teachers: Workshop ワークショップ 55 minutes / 55分 Autonomy, Creativity, and Innovation for Learners and Teachers Alike more
Sat, Oct 21, 14:25-15:20 Asia/Tokyo
Depending on the learner and faculty support at the secondary and tertiary levels, students and teachers can be isolated in their environments because faculty development is not readily available. Nevertheless, the isolation can provide time to explore creativity and collaborative autonomy that is refreshing for students and teachers alike. Therefore, in this workshop, we will explore ways of developing and sustaining collaborative autonomy where creativity and innovation can flourish for effective change in various academic settings essential for vibrant learning organizations. Feeling under pressure from organizational constraints leads to stress, undermining the creative force vital for innovative learning environments. To combat academic stressors, workshop participants will actively engage in and reflect on thought-provoking work, receive creative encouragement, and use innovative resources that stimulate their creativity.
Fostering Learner Wellbeing through Autonomy: The Role of Learning Communities more
Sun, Oct 22, 10:00-10:55 Asia/Tokyo
In this dialogic plenary, we will discuss recent challenges learners face at the tertiary level, particularly the physical and psychological impacts on their wellbeing. With a central focus on learner autonomy, we will share the critical elements for promoting the wellbeing of language learners to maintain a stable sense of community and belonging. Our conversation will start with how reflective dialogues with learners at a self-access center facilitate group advising that fosters learner autonomy. These students are empowered to take control of their learning experiences and explore opportunities for personal and professional growth. Through the feeling of being listened to, the learners consider their emotions and view their aspirations and goals more clearly, supporting a sense of wellbeing in the learning community they are part of. The reflective practice can be adapted to various classrooms and learning spaces. Then we will explore how educators can actively contribute to fostering the holistic wellbeing of students in multiple contexts. By prioritizing our learners’ psychological and physical health, as teachers, we can all equip students with the necessary tools and support to thrive personally and professionally and prepare them for a more prosperous future. An essential aspect of our plenary will be encouraging the audience to participate actively in the dialogues from a learner’s perspective. By considering students’ insights and experiences, we can achieve a more comprehensive understanding of the challenges and opportunities in promoting learner wellbeing. We hope the dialogic collaboration of the participants will generate practical strategies and recommendations that can be implemented in diverse educational institutions to support our students’ wellbeing.
